Queensland kindergarten
learning guideline
Professional development
|
Module 4: Explore
Meaningful observations: Examples of
documented observations
Moving from description to analysis
To move beyond description to detailed analysis and interpretation of observation takes time and
practice. It also involves developing a strong understanding of the influences that have an impact
on teachers’ ways of seeing, interpreting and understanding children’s actions.
Rich and effective observations are built on careful attention to both the practical skills involved
in recording and the skills of critical self-reflection.
Developing the practical recording skills of specificity, directness, mood and completeness helps
teachers produce clear and easily understood observations. The quality and clarity of the
observation is particularly important because teachers’ capacity to engage in critical self-reflection
depends on effective observation with rich detail. Through critical self-reflection, teachers review
their ways of observing and create new possibilities for seeing, interpreting and understanding
children’s learning.
Every teacher analyses and interprets what is observed in different ways based on their beliefs
and assumptions about teaching and learning, the influence of their teaching experiences and
the strong influences of their own childhoods. For example, some teachers may record an
observation by describing what they see in a photograph or while observing children, focusing
primarily on the physical elements. Others may attend to the social relationships between
children, examine how children relate to objects, or use language that reflects their own
feelings as they observe children’s interactions.
There is no one way of observing that is ‘true’ or objective, as every individual observes through
the lens of their beliefs, experiences and perceptions. However, while observation is never
a neutral process, it is essential to critically examine those influences that shape teachers’
ways of seeing and recognise the filters that limit what is seen and how it is interpreted.
Annotated examples
To illustrate the process of moving from description to analysis, three examples are provided
of a teacher observation based on one experience in a kindergarten setting. The three examples
demonstrate the difference between:
• a simple description of what happened (Example 1)
• a minimal attempt to interpret events (Example 2)
Example 3 clearly links observation, interpretation and analysis to future learning possibilities
for children. Each example is shown first as a simple observation, with comments on its strengths
and weaknesses; then as an observation with interpretation and analysis, again, with comments;
then once more, as a basis for informed planning. This clearly demonstrates the value of having
a rich observation to draw on.
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• a detailed description of events with interpretation and analysis (Example 3).
Focus questions
As you read the examples, the following set of questions will help you to examine their quality.
The questions will also assist teachers when developing their own observation records. Please
consider the attention to detail, the depth of interpretation and the degree of critical reflection that
is reflected in the examples.
Observation
• How clear is the observation?
• Does it focus on significant learning?
• Does the observation clearly identify the learning?
• Does the observation provide specific details such as the date, time of day and length of time
spent on the learning experience, the learning context in which the observation was made,
the number of children and adults involved, and the type of materials and resources used?
• Does it provide information about the non-verbal actions, expressions and gestures?
Interpretation and analysis
• Is it clear how the teacher arrived at this interpretation from the information in the observation?
• Are clear links made to the kindergarten learning and development areas?
• Has the teacher identified whether the learning is in a familiar or new situation and the level
of support the child required?
Learning possibilities
• Do the learning possibilities relate to the observation and significant aspects of learning
identified?
• Will the learning possibilities help promote further learning in the targeted area and are they
relevant to the child?
• After exploring the questions above, consider the critical questions in terms of your own
observations.
Critical questions
• What is it about this scenario that drew my interest and why?
• How do my assumptions about children’s social and cultural backgrounds shape
what I observe or focus on, as well as how I interpret and record actions?
• How does my social and cultural background influence what I see or don’t see?
• What influences the ways that I prioritise and shape learning opportunities?
QKLG Professional development
Meaningful observations: Examples of documented observations
Queensland Curriculum & Assessment Authority
July 2014
Page 2 of 6
Observation and documentation
When you have photographs or artefacts of children’s work, you have a glimpse of the learning that may
have taken place. When you include children’s voices and anecdotes you have the beginnings of a
valuable observation. When you add interpretation and analysis of the learning taking place, you have
substance.
Observation with documentation is about substance.
Early years teacher
Examples: Observation
Observation: Lily’s Flowers, April
Lily and Sue sat together, with Sue watching Lily as she tried to copy the postcard of flowers.
Annabelle walked past and was interested, so stopped to watch Lily.
Comment
2
Observation: Lily’s Flowers, 21 April
Sue, Lily and Annabelle sit and talk together while Lily paints her picture of flowers from the postcard.
Lily talks with Annabelle and Sue about the colours she is using.
Comment
This observation lacks detail that provides a context
about how the learning opportunity evolved and
was developed.
3
Observation: Lily’s Flowers, 21 April
Lily, Sue and Annabelle — Indoor play
Lily has been experimenting with paint combinations over several days. In discussion with Sue
(assistant) we decided to introduce small pots of paints and a mixing palette (off screen) so that Lily
could create her own colour combinations.
Sue introduced a postcard of flowers, as Lily has been talking about the flowers in her own garden at home.
As Lily painted, she looked at the postcard very carefully, using the colours in the postcard on her paper. As
she painted, she said to Annabelle, ‘I’m using gold first ’cause that’s my favourite, then the green’. Annabelle
then passed the red paint and laughed ‘red’s last!’ Lily laughed and took the pot, stirring vigorously.
Comment
This observation provides background information
that creates a context for the information recorded.
It describes some of the intentional teaching
responses used by staff to support Lily’s interest
prior to the observation.
It also details the language used by the children
and provides a sense of their dispositions towards
the experience.
1
QKLG Professional development
Meaningful observations: Examples of documented observations
This observation lacks depth. It does not provide
a context about why Lily is looking at art
postcards with the assistant, the conversation
that developed, or an analysis of the learning
that was taking place.
Queensland Curriculum & Assessment Authority
July 2014
Page 3 of 6
Examples: Observation, interpretation and analysis
1
Observation: Lily’s Flowers, April
Lily and Sue sat together with Sue watching Lily
as she tried to copy the postcard of flowers.
Annabelle walked past and was interested, so
stopped to watch Lily.
2
Comment
The interpretation is framed as a description,
not an analysis.
How do we know that Lily is happy?
What led to this interpretation — is it related
to body language? If so, say so.
Interpretation and analysis
Lily seems very interested in painting using the
postcard flowers as a reference point.
She smiles and talks with Sue and Annabelle and
is keen to mix the paints with Annabelle watching.
Comment
The interpretation lacks specificity about Lily’s
learning. It attempts to introduce some information
about dispositions and relationships between the
group members but without analysis.
The interpretation appears as a description,
not an analysis.
Interpretation and analysis
Working at the table gave Lily more stability to mix
the paints and appeared to invite more possibilities
for conversation with others than at the easels.
Lily’s attention to detail (through action and
conversation), seems to signal her interest
in the experience.
Lily was particularly interested in this experience,
and represented the colours of the postcard flowers
in the same relative location on her paper. She is
attempting to represent the flowers through close
observation and attention to placement of colours.
Link to QKLG: Active learning — ways to
represent ideas creatively through art, showing
Comment
The analysis moves from the previously general
descriptions to interpretation and analysis.
It ends with a link to specific aspects of learning
and development identified in the Queensland
kindergarten learning guideline.
Observation: Lily’s Flowers, 21 April
Sue, Lily and Annabelle sit and talk together while
Lily paints her picture of flowers from the postcard.
Lily talks with Annabelle and Sue about the
colours she is using.
3
Interpretation and analysis
Lily was keen to mix and stir the paints herself.
She was happy
Observation: Lily’s Flowers, 21 April
Lily, Sue and Annabelle — Indoor play
Lily has been experimenting with paint
combinations over several days. In discussion
with Sue (assistant) we decided to introduce small
pots of paints and a mixing palette (off screen) so
that Lily could create her own colour
combinations.
Sue introduced a postcard of flowers, as Lily has
been talking about the flowers in her own garden
at home.
As Lily painted she looked at the postcard very
carefully, using the colours in the postcard on her
paper. As she painted, she said to Annabelle, ‘I’m
using gold first ’cause that’s my favourite, then the
green’. Annabelle then passed the red paint and
laughed ‘red’s last!’ Lily laughed and took the pot,
stirring vigorously.
confidence and involvement in learning.
QKLG Professional development
Meaningful observations: Examples of documented observations
Queensland Curriculum & Assessment Authority
July 2014
Page 4 of 6
Informed planning: Learning possibilities and intentional teaching
1
Observation: Lily’s Flowers, April
Lily and Sue sat together with Sue
watching Lily as she tried to copy the
postcard of flowers. Annabelle walked
past and was interested, so stopped to
watch Lily.
2
Interpretation and analysis
Lily was keen to mix and stir the
paints herself. She was happy with
her painting and smiled while
painting.
Learning possibilities and
intentional teaching
Change the paints available for
Lily and Annabelle and add longhandled brushes.
Bring in some books about flowers.
Have Sue work with a small group
each day this week and keep the
sample for Mother’s Day.
Comment
Why change the paints and for what
purpose?
What is the purpose of this learning
possibility?
The learning possibilities are not
linked with the children’s interests;
they are introduced on the basis
of one child’s interest with the
expectation that all children
will become involved. .
Interpretation and analysis
Lily seems very interested in painting
using the postcard flowers as a
reference point.
She smiles and talks with Sue and
Annabelle and is keen to mix the
paints with Annabelle watching.
Learning possibilities and
intentional teaching
Add some new colours to the
paints tomorrow and use some
new postcards.
Get Sue to model wiping the
brushes down rather than wiping
them for Lily – helps with
independence.
See if Annabelle wants to join
in tomorrow.
Comment
It is not clear why the teacher
is making these choices and
decisions.
No connections are made to
learning and development areas. .
Observation: Lily’s Flowers, 21 April
Sue, Lily and Annabelle sit and talk
together while Lily paints her picture
of flowers from the postcard.
Lily talks with Annabelle and Sue
about the colours she is using.
QKLG Professional development
Meaningful observations: Examples of documented observations
Queensland Curriculum & Assessment Authority
July 2014
Page 5 of 6
3
Observation: Lily’s Flowers, 21 April
Lily, Sue and Annabelle — Indoor
play
Lily has been experimenting with paint
combinations over several days. In
discussion with Sue (assistant), we
decided to introduce small pots of
paints and a mixing palette (off screen)
so that Lily could create her own colour
combinations.
Sue introduced a postcard of flowers
as Lily has been talking about the
flowers in her own garden at home.
As Lily painted she looked at the
postcard very carefully, used the same
colours on her paper and attempted to
represent the flowers in the same way
as the postcard. As she painted she
said to Annabelle ‘I’m using gold first
’cause that’s my favourite, then the
green.’ Annabelle then passed the red
paint and laughed ‘red’s last!’ Lily
laughed and took the pot, stirring
vigorously.
Interpretation/analysis
Working at the table appeared to
invite more possibilities for Lily to
share conversation with others than
at the easels.
Lily’s attention to detail (through
action and conversation), signal her
interest in the experience.
Lily was particularly interested in this
experience and represented the
colours of the postcard flowers in the
same relative location on her paper.
She is attempting to represent the
flowers through close observation
and attention to placement of colours.
Link to QKLG: Active learning —
ways to represent ideas creatively
through art, showing confidence
and involvement in learning.
Learning possibilities &
intentional teaching
Learning opportunities for Lily
Encourage Lily to bring in some
of her flowers to share.
Introduce more postcards
of artworks.
Model observational drawing and talk
through the steps as we draw/paint.
Opportunities for other children
Introduce small pump bottles of paint
and mixing palettes so Lily can
experiment independently at any time.
Share this paint pump idea with all
the children and move materials to
a larger table space so that children
can work alongside one another.
Create a painting space next to
shelving. Use the shelves to store
a range of art materials to provide
opportunities for all the children
to engage creatively (promoting
independence and choice).
Encourage children to suggest
materials they would like to access.
Comment
The learning possibilities highlight
the development of independence,
decision-making and creativity which
link to the learning and development
area of Active learning.
The detailed list of possibilities
for extending the learning provide
intentional teaching responses
related to the individual child and
group, resources and room layout.
The intentional teaching strategies
also include modelling of drawing
skills.
Note: An experienced teacher might
note significant intended interactions
with children. Practical and
organisational changes are likely to
happen as part of the teacher’s
thinking rather than be recorded.
Reflection questions
What aspects of your practice need further development so that:
• observations are clear and focus on significant learning
• interpretation and analysis align with the observation and make links to the kindergarten learning and development areas
• there is evidence about whether learning occurred in a familiar or new situation, and what degree of support the child required
• learning possibilities relate to the observation and significant aspects of learning
• learning possibilities are relevant to the child and the related learning and development areas.
QKLG Professional development
Meaningful observations: Examples of documented observations
Queensland Curriculum & Assessment Authority
July 2014
Page 6 of 6